Audiovisual translation: A reception study on Bilingual child language brokers’ linguistic and cultural competences

Mercedes Enríquez-Aranda; Inma Mendoza García

doi:10.30827/portalin.vi40.26079

Autores/as

Mercedes Enríquez-Aranda Universidad de Málaga https://orcid.org/0000-0002-1159-5252
Inma Mendoza García Universidad Pablo de Olvide Sevilla, España https://orcid.org/0000-0003-4382-5822

DOI:

https://doi.org/10.30827/portalin.vi40.26079

Palabras clave:

traducción audiovisual, bilingüismo, intermediación lingüística infantil, competencias lingüísticas, competencias culturales

Resumen

Este artículo presenta un estudio piloto empírico realizado de julio a septiembre de 2019 en un centro público bilingüe inglés/español de Educación Primaria, César Chávez Elementary School, en San Francisco (California, EE. UU.).

La investigación parte de la hipótesis de que los niños que se inscriben en estos programas educativos bilingües están expuestos a contenidos lingüísticos y culturales en inglés y español, por lo que diferencian por lengua y cultura estos contenidos en los productos audiovisuales bilingües que consumen.

El estudio pretende evaluar el impacto que el uso de productos audiovisuales bilingües puede tener en la adquisición de competencias lingüísticas y culturales de los niños intermediarios lingüísticos en el sistema educativo bilingüe de EE. UU., un país con más de cuarenta años de experiencia en programas educativos bilingüe.

Las herramientas de investigación utilizadas para recolectar y analizar los datos fueron entrevistas y pruebas experimentales.

Las conclusiones pueden permitirnos determinar si los productos audiovisuales se utilizan efectivamente como herramienta didáctica en la escuela y evaluar el uso de productos audiovisuales como instrumento metodológico en los programas bilingües de Educación Primaria de EE. UU. Estas reflexiones pueden servirnos para rastrear los orígenes de la intermediación lingüística infantil en un contexto bilingüe.

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Biografía del autor/a

Mercedes Enríquez-Aranda, Universidad de Málaga

Dr. Mercedes Enríquez-Aranda is a Senior Lecturer (with tenure) in Translation and Interpreting at the University of Malaga (Spain). She holds a PhD in Translation and Interpreting from the University of Malaga, her main fields of research being reception studies in translation (literary translation, audiovisual translation and media accessibility) and translator training. She has published numerous studies in these fields.

Inma Mendoza García, Universidad Pablo de Olvide Sevilla, España

Dr. Inma Mendoza García is a full-time lecturer in Translation and Interpreting at Pablo de Olavide University, in Seville (Spain). She holds a PhD in English Philology and is a member of the Translation, Literature and Society research group (HUM-623). Her main lines of research are translation theory, literary translation (more specifically, the translation of children’s literature) and translator training, and she has published profusely on these topics.

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